To address gaps in women and minorities entering STEM careers, Pitsco Education and SmartGurlz are debuting Smart Buddies, a new solution that focuses on third to fifth grade students. The app guides students through a virtual experience in which "buddies" lead them through a series of coding exercises.
Although few studies on LGBTQ people in STEM exist, the growing evidence is sadly unsurprising. Estimates suggest LGBTQ people are roughly 20 percent less represented in STEM fields than expected. When LGBTQ people persist in STEM, they report more negative workplace experiences than their non-LGBTQ counterparts, and roughly 70 percent of out STEM faculty members report feeling uncomfortable in their department.
A few months ago, I reviewed the Neuron Explorer kit from Makeblock. I really enjoyed getting to use it and we’ve since implemented it in our STEM lab at my school. The folks from Makeblock sent me their latest kit for review, and I’ve spent the past few weeks building things to see what I thought. Here’s my review of the Makeblock Motionblock.
There are after-school STEM programs, STEM summer camps and a steadily growing market of STEM toys, all of which seem to share a common goal: promote skills necessary for academic success and subsequent access to better-paid jobs. Unfortunately, though this goal is accepted as virtuous by parents anxious about their children’s economic future, there remains no real proof that STEM toys are effective and (perhaps ironically) little data-backed support for the STEM premise.
DENSO, the world's second largest mobility supplier, announced today it awarded more than $1 million in science, technology, engineering, and math (STEM) education grants to 26 colleges and universities across North America. The grants are made possible by DENSO's philanthropic division, DENSO North America Foundation (DNAF), and support the company's mission to help cultivate tomorrow's workforce.
Inside the staff development training room at the Tracy Unified School District, a group of about 25 teachers and curriculum specialists gathered this summer to overhaul the district’s approach to teaching science, technology, engineering and math, or STEM. The plan is to go from an approach in which most subjects are taught separately to one in which lessons integrate state standards in math, science, computer science and English language arts.
As the number of jobs in STEM fields and the related demand for STEM skills grows, discussion among educators and policymakers is increasingly focused on how well students are being prepared to meet these needs. Simultaneously, interest is growing in how other countries prepare their students in crucial STEM-related subjects at school.
In an increasingly digital jobs landscape, technology skills are critical to continued growth; however, the skills gap continues to rise. The U.S. does not have enough people ready to step in and fill these high-paying jobs. In my 20-plus years of recruitment, primarily in the IT space, this has been a common refrain. Despite ongoing changes in technology, a gap remains between the roles companies are trying to fill and the amount of available talent.
A new survey shows that the number of girls interested in pursuing STEM careers is alarmingly small–and it continues to decline. The survey from Junior Achievement, conducted by the research group Engine, shows that only 9 percent of girls ages 13-17 express an interest in STEM careers, down from 11 percent in a similar 2018 survey.
When it comes to STEM, or any subject for that matter, teachers not only must spark an interest with students – they also need to find a way to sustain it. Throughout my two-decade-plus teaching career, I have continually tried to find ways to make the learning process fresh, relevant and exciting for my students so that their interest in STEM lasts long beyond their time in my classroom.